Roma Studies, as a detached direction of research, is a characteristic postmodern disciple. It’s connected to researches of minority groups in an interdisciplinar, integrative frame. It has more relatives in the taxonomy of social sciences, like African-American Studies, Chicano and Latino Studies, or Jewish Studies.

 There are about ten million Roma people in Europe, living in almost every country of the continent. Roma are also one of Europe’s most vulnerable minorities. Research has presented that in practically every aspect of life, Roma are worse off than the majority society. Roma have higher rates of infant mortality, lower per-capita income, lower life expectancy and higher unemployment, all major indicators of social exclusion. At this juncture the education of Roma minorities must receive seeded attention. The education is the long-term, systemic possibility of social inclusion. The lectures of the symposium are connected to the education of different Roma groups in Europe.

 The lecture of Andrea Kárpáti (Faculty of Science, Eötvös Loránd University, Budapest, Hungary) analyses the reasons of low school achievement of Roma students. Low school achievement and frequent dropout of Hungarian Roma students from primary education is mostly an effect of inadequate curriculum content and teaching methodology. In Hungary, about 20 % of Roma attend segregated schools, most of which are small village institutions with multigrade arrangement. The results prove that lack of motivation and perspective as well as factors resulting in low learning attainment may be overcome through culturally grounded, ICTs supported teaching and learning. Through staff development and curriculum enrichment, the two projects also contributed to integration: they supported the continuation of studies of students on secondary level institutions of their choice – a prerequisite for better chances on the labour market or in higher education.

 The lecture of Zsuzsa Plainer (The Romanian Institute for Researching National Minorities, Cluj-Napoca, Romania) is connected to educational policies for Roma in Romania in the general context of schooling. Educational policies are placed in a larger context, too, within the general setup of the Romanian educational system. This approach intends to identify, how aspects of the system, with apparently no connection to the education of Roma in Romania are operating and influencing the letter. According to our findings, state-based financial polcies, the centralized curricula of the public schools, the opportunitites to offer simbolical and material incentives to the teaching staff and auxiliary teachers, the national system of testing mental abilities serve a basis for all projects targeting the Roma, therefore, the national system of education influences, in some cases even obstructs the intended results of Roma policies aiming school integration.

 The lecture of Eleni Tracada (University of Derby, College of Engineering & Technology, epartment of Engineering, Division of Architecture & Civil Engineering, Derby, United Kingdom) analyses the education complications of Gipsy and Traveller communities in the UK. Education of children in these communities is often compromised by the fact that they have to be on the move with their parents or they risk to be evicted and lose the right to have permanent accommodation.

 The lecture of László Galántai (University of Pécs, Faculty of Humanities, Education and Society Doctoral School, Pécs, Hungary) analyses of newer organisations of Hungarian higher education: the Roma colleges. The research presents typology of these organisations, it’s based on qualitative content analysis of their party rules.

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